Summary: I will start off class by having students model the phases of meiosis using pipecleaners in a group. We will then start discussing sex-linked traits and genetic disorders.
checking off the homework and having volunteers share the disease they researched. I will then describe some of the most common disorders if no one researched them. I will then show students how genetic disorders can be traced throughout generations of a family by using a pedigree. Students will be given an example of a pedigree and will work with their partners to try and figure out the genotypes of each member of the family.
Objectives: Students will model the phases of meiosis using pipecleaners. Students will analyze a pedigree and determine the genotypes of all of the family members involved.
Instruction: Opening:
As students walks into the room, I will hand every thrid student 8 pipecleaners- 4 blue and 4 green, and a pair of scissors. I'm going to tell the students who do not get pipecleaners to form groups of three with someone who does have pipecleaners.
"We're going to start today by having a little contest to see who can model meiosis the best. Each group has 8 pipecleaners. I'm going to give you 5 minutes or so to plan how you're going to model meiosis for the rest of the class using these pipecleaners. Then i will listen to each group explain the phases and then pick a winner. The winner will get 2 extra points on their end of the unit test."
After giving 5 minutes for students to plan what they're going to do, I will call the class over to one group's table. That group will explain their diagram and then we'll move on to the next group. There should be about 5 groups, so students will watch and listen to the phases 5 times, which will help them remember them. I'm looking to see that students joined the pipecleaners together to create homologous chromosomes, and that they cut the ends of the pipecleaners off and joined them together on the other colored strand to show the process of crossing over. Any group that has these two elements and can also explain each phase correctly will get the extra points.
Middle:
After the contest, I will put a picture of a human karyotype on the overhead projector. I will describe how geneticists use karyotypes of humans to detect any disorders on the chromosomes. I will show them the last two chromosomes and explain the concept of sex chromosomes and secx-linked traits.
"Now that we have an idea of how genes are passed on chromosomes, we're going to look at how genes are passed to offspring on two specific chromosomes called the sex chromosomes."
I will show the short online video from the University of Utah that explains the X and Y sex chromosomes. We will then go down to the computer lab to do some online activities. One activity, called "Make a Karyotype", has students match up chromosomes on a karyotype with their homologous chromosomes. The other activity, called "Using Karyotypes to Predict Genetic Disorders", demonstrates how trisomy and monosomy take place and explains that both conditions lead to genetic disorders.
Closing:
After students complete the online activities, I will have them take out their homework from the night before. They all researched genetic disorders. I will ask for volunteers to share their disorder and explain how it is passed from parents to offspring. For the more popular disorders, like sickle cell anemia, cystic fibrosis, and Huntington's disease, I will model the chromosome structure on the chalkboard.
Homework:
Assessments:
1. Formative assessment- The opening activity will show me that students understand the process of meiosis and can explain it to the rest of the class.
2. Formative assessment- The homework of researching a genetic disorder .
Summary: I will start off class by having students model the phases of meiosis using pipecleaners in a group. We will then start discussing sex-linked traits and genetic disorders.
checking off the homework and having volunteers share the disease they researched. I will then describe some of the most common disorders if no one researched them. I will then show students how genetic disorders can be traced throughout generations of a family by using a pedigree. Students will be given an example of a pedigree and will work with their partners to try and figure out the genotypes of each member of the family.
Objectives:
Students will model the phases of meiosis using pipecleaners.
Students will analyze a pedigree and determine the genotypes of all of the family members involved.
Materials:
4 blue pipecleaners and 4 green pipecleaners per group of three students
Online video from the University of Utah: http://learn.genetics.utah.edu/content/begin/traits/tour_chromosome.html
Online activities from the University of Utah: http://learn.genetics.utah.edu/content/begin/traits/
Instruction:
Opening:
As students walks into the room, I will hand every thrid student 8 pipecleaners- 4 blue and 4 green, and a pair of scissors. I'm going to tell the students who do not get pipecleaners to form groups of three with someone who does have pipecleaners.
"We're going to start today by having a little contest to see who can model meiosis the best. Each group has 8 pipecleaners. I'm going to give you 5 minutes or so to plan how you're going to model meiosis for the rest of the class using these pipecleaners. Then i will listen to each group explain the phases and then pick a winner. The winner will get 2 extra points on their end of the unit test."
After giving 5 minutes for students to plan what they're going to do, I will call the class over to one group's table. That group will explain their diagram and then we'll move on to the next group. There should be about 5 groups, so students will watch and listen to the phases 5 times, which will help them remember them. I'm looking to see that students joined the pipecleaners together to create homologous chromosomes, and that they cut the ends of the pipecleaners off and joined them together on the other colored strand to show the process of crossing over. Any group that has these two elements and can also explain each phase correctly will get the extra points.
Middle:
After the contest, I will put a picture of a human karyotype on the overhead projector. I will describe how geneticists use karyotypes of humans to detect any disorders on the chromosomes. I will show them the last two chromosomes and explain the concept of sex chromosomes and secx-linked traits.
"Now that we have an idea of how genes are passed on chromosomes, we're going to look at how genes are passed to offspring on two specific chromosomes called the sex chromosomes."
I will show the short online video from the University of Utah that explains the X and Y sex chromosomes. We will then go down to the computer lab to do some online activities. One activity, called "Make a Karyotype", has students match up chromosomes on a karyotype with their homologous chromosomes. The other activity, called "Using Karyotypes to Predict Genetic Disorders", demonstrates how trisomy and monosomy take place and explains that both conditions lead to genetic disorders.
Closing:
After students complete the online activities, I will have them take out their homework from the night before. They all researched genetic disorders. I will ask for volunteers to share their disorder and explain how it is passed from parents to offspring. For the more popular disorders, like sickle cell anemia, cystic fibrosis, and Huntington's disease, I will model the chromosome structure on the chalkboard.
Homework:
Assessments:
1. Formative assessment- The opening activity will show me that students understand the process of meiosis and can explain it to the rest of the class.
2. Formative assessment- The homework of researching a genetic disorder
.